Pub Date : 2019-06-13DOI: 10.1093/OXFORDHB/9780199340033.013.5
M. Joyal
The conventional approach to the study of Greek and Roman education has emphasized the elements in it that are most familiar to people who approach the subject from the perspective of the Western tradition. These elements include formal curricula, literary canons, pedagogical methods, teaching and learning materials, and schools. An expansion in what is understood as “education,” together with the influence of social history and anthropology on traditional classical studies, has since the 1970s led to the intensive examination of other features of Greek and Roman childhood, adolescence, and early adulthood (for both males and females), such as rites of passage, initiation, and civic education. Taking recent research into account, this chapter considers the role that the familiar, traditional elements played in Greek and Roman education, but it also surveys other widespread practices that are of broad social and historical interest for modern research.
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Pub Date : 2019-06-13DOI: 10.1093/oxfordhb/9780199340033.013.12
Elizabeth R. VanderVen
This chapter focuses on the rise of national education systems in Asia during the nineteenth and twentieth centuries. It draws on five countries by way of example: Japan, China, Iran, India, and Malaysia. The chapter examines, in turn, the particular circumstances in each country that propelled it toward the establishment of national education, as well as the myriad actors, on both the national and the local level, who had a hand in implementing educational reform. It emphasizes the universal concerns and challenges faced by each country, in particular how to incorporate foreign models of education with indigenous, including local religious, values and methods in its quest for modernization, self-determination, and the creation of a citizenry with a common ethos. Finally, the chapter points out that countries that were colonized had a somewhat different trajectory of educational reform than countries that were not.
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Pub Date : 2019-06-13DOI: 10.1093/OXFORDHB/9780199340033.013.13
P. Kallaway
Crafting educational systems suitable for the African context remains a challenge today, as it was for colonial administrators and educators. Despite changes from the era of missionary education to today’s secular nation-states, there are significant continuities that require the attention of researchers and policymakers. The promise of education as a bridge to modernity for rural populations through welfare policies of the postwar era has been threatened by the emphasis on market-based policies and “cost recovery” programs in economically weak states since the 1980s. A key limitation to creative policy development is to be found in the presentism of much policy development. The current challenge is for researchers and policymakers to explore the history of education in Africa in a search for approaches that promote equity through education.
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Pub Date : 2019-06-13DOI: 10.1093/OXFORDHB/9780199340033.013.11
G. A. Espinoza
This chapter examines the construction of nationwide public education systems in Latin America, focusing on the subjects that have received greater scholarly attention: the colonial legacy, education and citizenship, Estados Docentes or Teaching States, and education and modernization. Under colonial domination, local communities managed and funded schooling, largely relying on the Catholic clergy for teaching. While most countries adopted republican political systems after independence, the colonial legacy remained influential in both institutional and conceptual terms. In the late nineteenth century, governments began the construction of centralized, national public education systems. Teaching States initially provided more resources to education, expanded schooling, and tried to professionalize teachers and to improve their working conditions and social status. Since the early twentieth century, as modernization continued, governments carried on literacy campaigns and expanded secondary education, frequently in collaboration with international organizations. While these top-down policies advanced quantitative inclusiveness, their high-handed implementation fostered discontent.
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Pub Date : 2019-06-13DOI: 10.1093/OXFORDHB/9780199340033.013.35
Heidi Morrison
The history of education in the Middle East is diverse in pedagogical and philosophical approaches, intellectual contributions, and institutions. The politics of power have played a key role in shaping education throughout the region. In the medieval period, wealthy individuals financially endowed schools based on their Islamic law affiliations. In the Ottoman era, the sultans centralized schools to disseminate a common identity across the empire. Colonial powers in the modern era used education to serve their own ends. The contemporary era has witnessed the development of state-sponsored schools to support nation-building. Since the 1970s, education has been at the heart of four critical social issues in the Middle East: neoliberalism, dictatorship, war, and patriarchy.
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Pub Date : 2019-06-13DOI: 10.1093/oxfordhb/9780199340033.013.27
William J. Reese
Progressive education emerged from a variety of reform movements, especially romanticism, in the early nineteenth century. Reflecting the idealism of contemporary political revolutions, it emphasized freedom for the child and curricular innovation. The Swiss educator Johann Pestalozzi established popular model schools in the early 1800s that emphasized teaching young children through familiar objects, such as pebbles and shells, and not from textbooks. A German romantic, Friedrich Froebel, studied with Pestalozzi and invented the kindergarten, which spread worldwide. Progressive education mostly influenced pedagogy in the early elementary school grades. Over the course of the twentieth century, however, progressive ideals survived at other levels of schooling. Innovative teaching and curricular programs appeared in different times and places in model school systems, laboratory schools on college campuses, open classrooms, and alternative high schools. The greatest barriers to student-centered instruction included the widespread use of standardized testing and the prevalence of didactic teaching methods.
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